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The following are examples of different tables used for various tests. Each table may be formatted slightly differently (e.g., spacing, highlighting, underlining, bolding, etc.). If you use these tables, it is IMPORTANT that you make all of your tables look the same in formatting for each report. Therefore, you cannot just depend on these tables as they stand for a comprehensive look. Some changes will most likely have to be made to make them fit in. PSYCHOMETRIC SUMMARY WECHSLER ADULT INTELLIGENCE SCALE – THIRD EDITION (WAIS-III) Administered on: Administered by: The WAIS-III is an individually administered, clinical instrument for assessing the intellectual ability of adults aged 16 years, 0 months to 74 years, 11 months. The following subtest scores have a mean score of 10 with a standard deviation of 3. Scores between 7 and 13 are considered average. Verbal SS Performance SS Vocabulary Picture Completion Similarities Digit Symbol- Coding Arithmetic Block Design Digit Span Matrix Reasoning Information Picture Arrangement Comprehension Symbol Search Letter-Number Sequencing Object Assembly The following composite scores have a mean score of 100 and a standard deviation of 15. Scores between 85 and 115 are considered average. Standard Percentile Confidence Score Rank Interval Verbal Intelligence Quotient Performance Intelligence Quotient Verbal Comprehension Perceptual Organization Working Memory Processing Speed Full Scale Intelligence Quotient WOODCOCK-JOHNSON TESTS OF COGNITIVE ABILITY, THIRD EDITION (WJ-III:COG) Date administered: Administered by: The WJ-III:COG is a wide-range comprehensive set of individually administered tests measuring cognitive abilities. This test can derive scores that examine verbal and thinking ability as well as cognitive efficiency. The following composite standard scores have a mean of 100 and a standard deviation of 15. Scores between 90 and 110 are considered average. Grade Percentile Standard Confidence Clusters Equivalent Rank Score Bands Verbal Ability Thinking Ability Cognitive Efficiency Subtests Verbal Comprehension Visual-Auditory Learning Spatial Relations Sound Blending Concept Formation Visual Matching Numbers Reversed General Intellectual Ability DIFFERENTIAL ABILITY SCALES (DAS) Date administered: Administered by: The DAS is an individually administered intelligence test consisting of 5 "core subtests" and several diagnostic subtests. Only the core subtests are used in the calculation of the General Cognitive Ability (GCA) score, an estimate of overall intelligence. The DAS core subtests are also used to calculate composite scores for verbal abilities, nonverbal reasoning, and spatial abilities. The following composite standard scores have a mean of 100 and a standard deviation of 15. Scores between 90 and 110 are considered average. Standard 90% Confidence Domains Score Bands GCA Verbal Nonverbal Spatial The following T-scores have a mean of 50 and a standard deviation of 10. Scores between 40 and 60 are in the average range. T-Scores Domains Word Definitions: Verbal: Similarities: Matrices: Nonverbal: Spatial: Sequential & Quantitative Reasoning: Recall of Designs: Pattern Construction: DIFFERENTIAL ABILITY SCALES: PRESCHOOL LEVEL (DAS) Date administered: Administered by: The DAS is an individually administered intelligence test consisting of 6 "core subtests." These core subtests are used in the calculation of the General Cognitive Ability (GCA) score, an estimate of overall intelligence. The following composite standard scores have a mean of 100 and a standard deviation of 15. Scores between 85 and 115 are considered average. Standard 90% Confidence Domains Score Bands GCA Verbal Nonverbal The following T-scores have a mean of 50 and a standard deviation of 10. Scores between 40 and 60 are in the average range. Domains T-Scores Verbal: Verbal Comprehension Naming Vocabulary Nonverbal: Picture Similarities Pattern Construction Copying Other: Early Number Concepts COMPREHENSIVE TEST OF NONVERBAL INTELLIGENCE (CTONI) Administered by: Administered on: The CTONI is an individually administered intelligence test that is given with basic English or pantomime instructions. All items are nonverbal and require no speech. It is made up of six subtests that provide two composite scores and a Nonverbal IQ score. The CTONI subtests provide scores with a mean of 10 and a standard deviation of 3. Scores between 7 and 13 are considered average. Scaled Score Subtests Pictorial Analogies Geometric Analogies Pictorial Categories Geometric Categories Pictorial Sequences Geometric Sequences The CTONI quotients provide scores with a mean of 100 and a standard deviation of 15. Scores between 85 and 115 are considered average. Standard Percentile Composite Score Rank Pictorial Nonverbal Intelligence Quotient (PNIQ) Geometric Nonverbal Intelligence Quotient (GNIQ) Nonverbal Intelligence Quotient (NIQ) KAUFMAN ASSESSMENT BATTERY FOR CHILDREN, SECOND EDITION (KABC-II) Administered on: Administered by: The KABC-II is a measure of intelligence and achievement made up of five scales (Sequential, Planning, Learning, Simultaneous, and Knowledge). Scores from all of these scales are combined to form a composite (FCI). The following subtests yield a scaled score with a mean of 10 and a standard deviation of 3. Scores between 7 and 13 are considered average. Subtests Scaled Score Atlantis Story Completion Number Recall Rover Verbal Knowledge Rebus Triangles Block Counting Word Order Pattern Recognition Riddles The following subtests yield a standard score with a mean of 100 and a standard deviation of 15. Standard scores between 85 and 115 are considered average. Scale Indices Standard Confidence Score Band Sequential/ Gsm Simultaneous/ Gv Learning/ Glr Planning/ Gf Knowledge/ Gc Composite (FCI) KAUFMAN ASSESSMENT BATTERY FOR CHILDREN, SECOND EDITION (KABC-II) Administered on: Administered by: The KABC-II is a measure of intelligence. It produces a composite score derived from performance on all of the subtests (except Hand Movements and Block Counting). A nonverbal composite is derived from Hand Movements, Block Counting, Triangles, Story Completion, and Pattern Reasoning. All items were administered in English or nonverbally, except Riddles. She was allowed to answer the questions on the Riddles subtest in either English or Spanish. The following subtests yield a scaled score with a mean of 10 and a standard deviation of 3. Scores between 7 and 13 are considered average. Subtests Scaled Score Atlantis Story Completion Number Recall Rover Verbal Knowledge Rebus Triangles Block Counting Word Order Pattern Reasoning Hand Movements Riddles The following subtests yield a standard score with a mean of 100 and a standard deviation of 15. Standard scores between 85 and 115 are considered average. Scale Indices Standard Confidence Score Band Sequential/ Gsm Simultaneous/ Gv Learning/ Glr Planning/ Gf Knowledge/ Gc Composite (FCI) Nonverbal Index KAUFMAN BRIEF INTELLIGENCE TEST (K-BIT) Administered on: Administered by: The K-BIT is a screening measure of intelligence comprised of two subtests: Matrices and Vocabulary. Scores from these two subtests are combined to form the IQ Composite, which serves as the measure of intelligence on the K-BIT. The following composite standard scores have a mean of 100 and a standard deviation of 15. Scores between 90 and 110 are considered average. Domains T-Score Vocabulary: Matrices: Composite: KAUFMAN BRIEF INTELLIGENCE TEST, SECOND EDITION (KBIT-2) Administered on: Administered by: The KBIT-2 is a screening measure of intelligence comprised of two subtests: Matrices and Vocabulary. Scores from these two subtests are combined to form the IQ Composite, which serves as the measure of intelligence on the KBIT-2. The following composite standard scores have a mean of 100 and a standard deviation of 15. Scores between 90 and 110 are considered average. Domains T-Score Verbal Nonverbal IQ Composite UNIVERSAL NONVERBAL INTELLIGENCE TEST (UNIT) Administered by: Administered on: The UNIT is an individually administered intelligence test that is given with only pantomime instructions. All items are nonverbal and require no speech. It is made up of four subtests that provide four Quotient Scores and a Full Scale IQ score. The UNIT subtests provide scores with a mean of 10 and a standard deviation of 3. Scores between 7 and 13 are considered average. Subtests Scaled Score Symbolic Memory Cube Design Spatial Memory Analogic Reasoning The UNIT quotients provide scores with a mean of 100 and a standard deviation of 15. Scores between 85 and 115 are considered average. Standard Percentile Confidence Classification Quotient Memory Quotient Reasoning Quotient Symbolic Quotient Nonsymbolic Quotient Full Scale IQ Score Rank Interval TEST DE VOCABULARIO DE IMAGINES PEABODY (TVIP) Date administered: Administered by: The TVIP is a Spanish version of the PPVT-III. It serves two purposes: (1) as an achievement test of receptive (hearing) vocabulary attainment for standard Spanish; and (2) as a screening test of receptive language ability. The TVIP provides standard scores with a Mean of 100 and Standard Deviation of 15. Scores between 85 and 115 are considered average. Standard Score Percentile Rank Age Equivalent PEABODY PICTURE VOCABULARY TEST- THIRD EDITION (PPVT-III) Date administered: Administered by: The PPVT-III is designed for persons aged 2 1/2 through 90+ years. It serves two purposes: (1) as an achievement test of receptive (hearing) vocabulary attainment for standard English; and (2) as a screening test of receptive language ability. The PPVT-III provides standard scores with a Mean of 100 and Standard Deviation of 15. Scores between 85 and 115 are considered average. Standard Score Percentile Rank Age Equivalent EXPRESSIVE VOCABULARY TEST (EVT) Date administered: Administered by: The EVT is designed to measure expressive language ability The EVT provides standard scores with a Mean of 100 and Standard Deviation of 15. Scores between 85-115 are considered average. Standard Score Percentile Rank Age Equivalent EXPRESSIVE ONE-WORD PICTURE VOCABULARY TEST: SPANISH-BILINGUAL EDITION (EOWPVT: SBE) Date administered: Administered by: The EOWPVT: SBE is designed to examine expressive language ability across languages. The test consists of a series of pictures, and the test-taker is asked to identify the picture in either English or in Spanish. For this reason, the test yields a combined English/Spanish expressive language score and not a language proficiency score. EOWPVT:SBE provides standard scores with a Mean of 100 and a Standard Deviation of 15. Scores between 85 and 115 are considered average. Standard Score Confidence Interval Percentile Rank RECEPTIVE ONE-WORD PICTURE VOCABULARY TEST: SPANISH-BILINGUAL EDITION (ROWPVT: SBE) Date administered: Administered by: The ROWPVT: SBE is designed to examine receptive language ability across languages. The test consists of a series of pictures, and the test-taker is asked to identify the picture in either English or in Spanish. For this reason, the test yields a combined English/Spanish receptive language score and not a language proficiency score. ROWPVT:SBE provides standard scores with a Mean of 100 and a Standard Deviation of 15. Scores between 85 and 115 are considered average. Standard Score Confidence Interval Percentile Rank EXPRESSIVE ONE-WORD PICTURE VOCABULARY TEST (EOWPVT) Date administered: Administered by: The EOWPVT is designed to screen for expressive language vocabulary skills. The EOWPVT provides standard scores with a Mean of 100 and a Standard Deviation of 15. Scores between 85 and 115 are considered average. Standard Score Confidence Interval Percentile Rank RECEPTIVE ONE-WORD PICTURE VOCABULARY TEST (ROWPVT) Date administered: Administered by: The ROWPVT is designed to screen for receptive language vocabulary skills. The ROWPVT provides standard scores with a Mean of 100 and a Standard Deviation of 15. Scores between 85 and 115 are considered average. Standard Score Confidence Interval Percentile Rank WECHSLER PRESCHOOL AND PRIMARY SCALE OF INTELLIGENCE, THIRD EDITION (WPPSI-III) Administered by: Administered on: The WIPPSI-III is an individually administered clinical instrument for assessing the intellectual ability of young children through age 7 years, 3 months. The following subtest scores have a mean score of 10 with a standard deviation of 3. Scores between 7 and 13 are considered average. Verbal SS Performance SS Information Block Design Vocabulary Matrix Reasoning Word Reasoning Picture Concepts Other Other Word Reasoning Coding The following composite scores have a mean score of 100 with a standard deviation of 15. Scores between 85 and 115 are considered average. Composite Percentile Confidence Composites Score Rank Bands Verbal Score Performance Score FULL SCALE SCORE WECHSLER ABBREVIATED SCALE OF INTELLIGENCE (WASI) Date administered: Administered by: The WASI is an individually administered instrument measuring intellectual ability. The following subtest scores have a mean score of 50 with a standard deviation of 10. Scores between 40 and 60 are considered average. Verbal SS Performance SS Vocabulary Block Design Similarities Matrix Reasoning Composite scores have a mean score of 100 with a standard deviation of 15. Scores between 85 and 115 are considered average. 90% Confidence Composites T-Score Bands Verbal Score Performance Score FULL SCALE SCORE WECHSLER INTELLIGENCE SCALE FOR CHILDREN – 4th EDITION (WISC-IV) Date administered: Administered by: The WISC-IV is an individually administered clinical instrument for assessing the intellectual ability of children aged 6 years through 16 years, 11 months. The child's performance on 10 subtests is summarized in an overall intelligence score called the Full Scale standard score. The following subtest scores have a mean score of 10 with a standard deviation of 3. Scores between 7 and 13 are considered average. Verbal Perceptual Working Processing Comprehension SS Reasoning SS Memory SS Speed SS Similarities Block Design Digit Span Coding Vocabulary Picture Concepts Letter-Num. Symbol Search Comprehension Matrix Reason. The following composite scores have a mean score of 100 and a standard deviation of 15. Scores between 85 and 115 are considered average. Standard Percentile Confidence Score Rank Interval Verbal Comprehension (VCI) Perceptual Reasoning (PRI) Working Memory (WMI) Processing Speed (PSI) Full Scale (FSIQ) REYNOLDS INTELLECTUAL ASSESSMENT SCALES (RIAS) Date administered: Administered by: The RIAS is an individually administered measure of intellectual ability for ages from 3 to 94. The primary purpose of this measure is to provide an accurate and comprehensive full scale intelligence score. The following composite standard scores have a mean of 100 and a standard deviation of 15. Scores between 85 and 115 are considered average. Standard Percentile 90% Confidence Domains Score Rank Bands Total Test Battery Total Verbal Battery Total Nonverbal Battery The following T-scores have a mean of 50 and a standard deviation of 10. Scores between 40 and 60 are in the average range. Domains Scaled Scores Verbal Battery Guess What Verbal Reasoning Nonverbal Battery Odd-Item Out What’s Missing Memory Verbal Memory Nonverbal Memory REYNOLDS INTELLECTUAL ASSESSMENT SCALES (RIAS) Date administered: Administered by: The RIAS is an individually administered measure of intellectual ability for ages from 3 to 94. The following T-scores have a mean of 50 and a standard deviation of 10. Scores between 40 and 60 are in the average range. Domains Verbal Battery SS Nonverbal Battery SS Memory Battery SS Guess What Odd-Item Out Verbal Memory Verbal Reasoning What’s Missing Nonverbal Memory The following composite standard scores have a mean of 100 and a standard deviation of 15. Scores between 85 and 115 are considered average. Standard Percentile 90% Confidence Domains Score Rank Bands Verbal Intelligence Index (VIX) Nonverbal Intelligence Index (NIX) Composite Memory Index (Not Part of CIX) Composite Intelligence Index (CIX) BEERY-BUKTENICA DEVELOPMENTAL TEST OF VISUAL-MOTOR INTEGRATION (VMI) Administration date: Administered by: The VMI requires the child to copy figures such as a line, square, and circles. It measures how effectively the child can integrate what he or she sees with fine motor output. The VMI yields a standard score with a mean of 100 and a standard deviation of 15. Scores between 85 and 115 are considered average. Standard Score: Percentile: STREET SURVIVAL SKILLS QUESTIONNAIRE (SSSQ) Administered by: Administered on: The SSSQ is an individually administered measure of self-help and daily living skills. The individual scales provide standard scores with a mean of 10 and a standard deviation of 3. Scores between 7 and 13 are considered average. Standard Domain Scores Basic Concepts Functional Signs Tools Domestics Health and Safety Public Services Time Monetary Measurements Total The Quotient has a standard score with a mean of 100 and standard deviation of 15. Scores between 85 and 115 are considered average. Survival Skills Quotient VINELAND ADAPTIVE BEHAVIOR SCALES - INTERVIEW EDITION (VABS) Completed by: Completed on: The VABS is a measure of adaptive behavior, or the ability to perform daily activities required for personal and social sufficiency. The VABS provides standard scores with a mean of 100 and a standard deviation of 15. Scores between 85 and 115 are considered average. Standard Adaptive Confidence Domain Scores Level Bands Communication Daily Living Skills Socialization Skills Adaptive Behavior Composite VINELAND ADAPTIVE BEHAVIOR SCALES - CLASSROOM EDITION (VABS) Completed by: Completed on: The VABS is a measure of adaptive behavior, or the ability to perform daily activities required for personal and social sufficiency. In this version of the scale, adaptive behavior is measured in three domains: Communication, Daily Living Skills, and Socialization. The combination of these domains forms the Adaptive Behavior Composite. The domain scores are used to determine an overall adaptive behavior composite and age equivalent. The VABS provides standard scores with a mean of 100 and a standard deviation of 15. Scores between 85 and 115 are considered average. Standard Adaptive Confidence Domain Scores Level Bands Communication Daily Living Skills Socialization Skills Adaptive Behavior Composite SCALES OF INDEPENDENT BEHAVIOR-REVISED (SIB-R) Completed on: Completed by: The SIB-R is a measure of adaptive behavior, or the ability to perform daily activities required for personal and social sufficiency. The SIB-R provides standard scores with a mean of 100 and a standard deviation of 15. Scores between 85 and 115 are considered average. Standard Percentile Domains Scores Rank Motor Skills Social Interaction and Communication Skills Personal Living Skills Community Living Skills Broad Independence ADAPTIVE BEHAVIOR INVENTORY (ABI) Completed by: Completed on: The ABI is a measure of adaptive behavior, or the ability to perform daily activities required for personal and social sufficiency. Adaptive behavior is measured across five scales, whose scores are combined to form the Adaptive Behavior Composite Quotient. The individual scales provide standard scores with a mean of 10 and a standard deviation of 3. Scores between 7 and 13 are considered average. Standard Percentile Adaptive Domain Scores Rank Level Self-Care Skills Communication Skills Social Skills Academic Skills Occupational Skills The Composite Quotient has a standard score with a mean of 100 and a standard deviation of 15. Scores between 85 and 115 are considered average. Adaptive Behavior Composite Quotient DIAGNOSTIC ACHIEVEMENT BATTERY- THIRD EDITION (DAB-3) Date administered: Administered by: The DAB-3 is a comprehensive test of achievement. It has subtests in Listening, Speaking, Reading, Writing, and Mathematics. DAB-3 subtest scores produce standard scores with a mean of 10 and a standard deviation of 3. Interpreted standard scores are derived from subtest scores. Interpreted standard scores have a mean of 100 and a standard deviation of 15. Scores between 85 and 115 are considered average. Standard Interpreted Percentile Rank Subtests Scores Standard Scores Story Characteristics Characteristics Synonyms Grammatic Completion Alphabet/Word Knowledge Reading Comprehension Capitalization Punctuation Spelling Writing: Contextual Language Writing: Story Construction Mathematics Reasoning Mathematics Calculation The DAB-3 produces quotient scores with a mean of 100 and a standard deviation of 15. Scores between 85 and 115 are considered average. Domains Quotients Percentiles Listening Speaking Reading Writing Math Spoken Language Written Language Total Achievement KAUFMAN SURVEY OF EARLY ACADEMIC AND LANGUAGE SKILLS (K-SEALS) Date administered: Administered by: The K-SEALS is an individually administered, nationally normed measure of children’s language (expressive and receptive skills), pre-academic skills (knowledge of numbers, number concepts, letters, and words), and articulation. The K-SEALS provides standard scores with a mean of 100 and a standard deviation of 15. Scores of 85 to 115 are considered average. Domains Standard Score Confidence Interval Expressive Skills Receptive Skills Number Skills Letter & Word Skills Early Academic & Language Skills Composite DEVELOPMENTAL INDICATORS FOR THE ASSESSMENT OF LEARNING, THIRD EDITION (DIAL-3) Completed by: Completed on: The DIAL-3 is a developmental screener for children between the ages of 3 and 6 years old. examines skills across the areas of motor, language, and concept skills. Age scores are based on how well a child should be able to perform at task at a given age. Domains English Spanish Age Age Scores Scores Motor Catching Jump, Hop, and Skip Building (blocks) Thumbs & Fingers (twiddling and touching) Cutting (lines, curves, and figures) Copying (shapes) Writing Name Concepts Body Parts (pointing) Colors (identifying slowly) Rapid Color Naming (identifying quickly) Counting Positions (e.g., under, over, etc.) Concepts (e.g., smallest, wettest, etc.) Shapes Language Personal Data (name, age, etc.) Articulation (sounding out words) Objects and Actions (what is this and what does it do?) Letters and Sounds Rhyming and “I Spy” Problem Solving (what do you do if…?) Interpreted standard scores are derived from percentile ranks. Interpreted standard scores have a mean of 100 and a standard deviation of 15. Scores between 85 and 115 are considered average. Spanish Spanish English English Domain Standard Score Percentile Standard Score Percentile Motor 22 Concepts <1 Language <1 DIAL-3 Total 1 It BRACKEN BASIC CONCEPT SCALE: REVISED (BBCS-R) Administered on: Administered by: The BBCS-R was designed as an individually administered measure of achievement in young children ages 2 years, 6 months through 8 years old. The BBCS-R subtests provide scores with a mean of 10 and a standard deviation of 3. Scores between 7 and 13 are considered average. Subtests Scaled Score School Readiness Direction/ Position Self-/Social Awareness Texture/ Material Quantity Time/ Sequence The BBCS-R composites provide scores with a mean of 100 and a standard deviation of 15. Scores between 85 and 115 are considered average. Standard Percentile Confidence Composites Score Rank Interval Total Test School Readiness Composite DEVELOPMENTAL PROFILE II (DP-II) Completed by: Completed on: The DP-II compares developmental milestones in each area to the current abilities of a child to determine if there is a developmental delay. Age scores are based on what age a child should be able to do some or all of a task. Domain Age Score Physical Self-Help Social Academic Communication BRIGANCE INVENTORY OF EARLY DEVELOPMENT: SECOND EDITION (IED-II) Completed by: Completed on: The IED–II serves as a diagnostic instrument and a criterion-referenced classroom assessment for children between birth and seven years old. Age scores are based on what age a child should be able to do some or all of a task. Area Age Area Age Score Score Fine-Motor Skills Body Parts-Receptive Block Tower Building Colors-Matching Self-Help Skills (Feeding/Eating) Colors-Points Speech and Language Devt. Colors-Names Verbal Directions Social & Emotional Picture Vocabulary Work Skills & Behavior Age scores are based on what age a child should be able to do some or all of a task. Age Domains Scores Gross Motor Skills and Behaviors Standing Walking Stairs and Climbing Running Jumping Hopping Kicking Balance Beam Catching Rolling and Throwing Fine Motor Skills and Behaviors General Eye/Finger/Hand Manipulative Skills Block Tower Building Prehandwriting Draw a Person Forms Cutting with Scissors Self-Help Skills Feeding/Eating Undressing Dressing Unfastening Fastening Toileting Bathing Grooming Speech and Language Skills General Speech and Language Development Length of Sentences Personal Data Response Verbal Directions Picture Vocabulary Repeats Numbers Sentence Memory General Knowledge and Comprehension Response to and Experience with Books Body Parts-Receptive Body Parts-Expressive Colors Shapes Concepts Quantitative Concepts Directional/Positional Concepts Classifying Knows What to Do in Different Situations Knows Use of Objects Knows Function of Community Helpers Know Where to Go for Services Social and Emotional Development General Social and Emotional Development Play Skills and Behaviors Work-Related Skills and Behaviors Readiness Visual Discrimination-Two Symbols Visual Discrimination-Three Symbols Recites Alphabet Uppercase Letters Lowercase Letters Basic Reading Skills Auditory Discrimination Matches Initial Consonants with Pictures Substitutes Initial Consonant Sounds Substitutes Short-Vowel Sounds Substitutes Long-Vowel Sounds Basic Math Number Concepts Rote Counting Reads Numerals Numeral Comprehension Ordinal Position Numerals in Sequence YOUNG CHILDREN’S ACHIEVEMENT TEST (YCAT) Administered on: Administered by: The YCAT was designed as an individually administered measure of early achievement for children ages 4-0 through 7-11. The YCAT yields standard scores with a Mean of 100 and a Standard Deviation of 15. Standard Scores between 85 and 115 are considered average. Domains Standard Scores Percentile General Information Reading Mathematics Writing Spoken Language Early Achievement Composite WIDE RANGE ACHIEVEMENT TEST, REVISION 3 (WRAT-3) Administered on: Administered by: The WRAT-3 is an individually administered measure of school achievement. It yields standard scores with a mean of 100 and a standard deviation of 15. Standard scores between 90 and 110 are considered average. 90% Confidence Domains Standard Scores Bands Reading Spelling Arithmetic KAUFMAN TEST OF EDUCATIONAL ACHIEVEMENT (K-TEA) Administered on: Administered by: The K-TEA is an individually administered measure of school achievement. It yields standard scores with a mean of 100 and a standard deviation of 15. Standard scores between 90 and 110 are considered average. Domains Math Applications Math Computation MATH COMPOSITE Reading Decoding Reading Comprehension READING COMPOSITE BATTERY COMPOSITE Standard Scores 90% Confidence Bands KAUFMAN TEST OF EDUCATIONAL ACHIEVEMENT, SECOND EDITION (KTEA-II) Administered on: Administered by: The KTEA-II is an individually administered measure of school achievement. The KTEA-II yields standard scores with a mean of 100 and a standard deviation of 15. Standard scores between 90 and 110 are considered average. Standard Confidence Domains Scores Bands Letter & Word Recognition Reading Comprehension Reading Composite Math Concepts & Applications Math Computation Math Composite Written Expression Spelling Written Language Composite Listening Comprehension Oral Expression Oral Language Composite Total Test Composite ORAL AND WRITTEN LANGUAGE SCALES (OWLS) Administered on: Administered by: The OWLS is an individually administered assessment of receptive and expressive language for children and young adults. The OWLS consists of three scales: Listening Comprehension, Oral Expression, and Written Expression. The OWLS yields standard scores with a Mean of 100 and a Standard Deviation of 15. Standard Scores between 85 and 115 are considered average. Domains Standard Scores Confidence Bands Listening Comprehension Oral Expression Oral Composite ORAL AND WRITTEN LANGUAGE SCALES (OWLS) Administered on: Administered by: The OWLS is an individually administered assessment of written language for children and young adults. The OWLS yields standard scores with a Mean of 100 and a Standard Deviation of 15. Standard Scores between 85 and 115 are considered average. Standard Scores: Percentile Rank: TEST OF AUDITORY-PERCEPTUAL SKILLS-REVISED (TAPS-R) Administered on: Administered by: The TAPS-R is an individually administered assessment measuring how a child processes information that is heard. The TAPS-R yields standard scores with a Mean of 100 and a Standard Deviation of 15. Standard Scores between 85 and 115 are considered average. Standard Percentile Domains Score Rank Auditory Number Memory-Forward Auditory Number Memory-Backward Auditory Sentence Memory Auditory Word Memory Auditory Interpretation of Directions Auditory Word Discrimination Auditory Processing (Thinking and Reasoning) Auditory Perceptual Quotient KEYMATH: REVISED Date administered: Administered by: The KeyMath: Revised is an individually administered test of math achievement. The KeyMath: Revised yields standard scores with a mean of 100 and a standard deviation of 15. Standard scores between 90 and 110 are considered average. Standard Percentile Domains Scores Rank Basic Concepts Operations Applications Total Test PEABODY INDIVIDUAL ACHIEVEMENT TEST- REVISED, NORMATIVE UPDATE (PIAT-R: NU) Date administered: Administered by: The PIAT-R is an individually administered achievement test providing wide-range assessment in six content areas: General Information, Reading Recognition, Reading Comprehension, Mathematics, Spelling, and Written Expression. The PIAT-R yields standard scores with a mean of 100 and a standard deviation of 15. Standard Scores between 85 and 115 are considered average. Standard Confidence Domains Scores Bands General Information Reading Recognition Reading Comprehension Total Reading Mathematics Spelling Written Language Total Test WECHSLER INDIVIDUAL ACHIEVEMENT TEST, SECOND EDITION (WIAT-II) Date administered: Administered by: The WIAT-II is a comprehensive individually administered battery for assessing achievement. The WIAT-II yields standard scores with a mean of 100 and a standard deviation of 15. Standard scores between 85 and 115 are considered average. Domains Standard Scores Confidence Bands Word Reading Reading Comprehension Pseudoword Decoding READING COMPOSITE Numerical Operations Math Reasoning MATH COMPOSITE Spelling Written Expression WRITING COMPOSITE TEST OF WRITTEN LANGUAGE, THIRD EDITION (TOWL-3) Administered on: Administered by: The TOWL-3 was designed as a comprehensive measure of writing ability that can be used to determine strengths and weaknesses in writing. For the Spontaneous Writing Section, the child is asked to write a story that tells about the picture presented. The following subtest scores have a mean of 10 with a standard deviation of 3. Scores between 7 and 13 are considered average. Domains Subtest Scores Vocabulary Spelling Style Logical Sentences Sentence Combining Contextual Conventions Contextual Language Story Construction The following quotient has a mean of 100 with a standard deviation of 15. Quotients between 85 and 115 are considered average. Quotient Quotient Score Contrived Writing Quotient Spontaneous Writing Quotient Overall Writing WOODCOCK READING MASTERY TESTS- REVISED (WRMT-R) Administered by: Administered on: The WRMT-R is an individually administered comprehensive battery of tests measuring several important aspects of reading ability. The WRMT-R yields standard scores with a mean of 100 and a standard deviation of 15. Standard scores between 90 and 110 are considered average. Standard Confidence Domains Scores Bands Visual-Auditory Learning Letter Identification Word Identification Word Attack Word Comprehension Passage Comprehension Readiness Cluster Basic Skills Cluster Reading Comprehension Cluster Total Reading Cluster WOODCOCK-JOHNSON PRUEBAS DE APROVECHAMIENTO-REVISADA (TESTS OF ACHIEVEMENT) (WJ-R) Administered by: Administered on: The Woodcock-Johnson Pruebas de Aprovechamiento is an individually administered achievement test that is given in Spanish. It is comprised of a number of subtests, the results of which are combined into composite scores: Broad Reading, Basic Reading Skills, Broad Mathematics, Broad Written Language, and Broad Knowledge. The WJ-R yields standard scores with a mean of 100 and a standard deviation of 15. Standard scores between 90 and 110 are considered average. Standard Percentile Domains Score Rank Letter-Word Identification Passage Comprehension BROAD READING Calculation Applied Problems BROAD MATHEMATICS MATHEMATICS REASONING Dictation Writing Samples BROAD WRITTEN LANGUAGE BATERIA III WOODCOCK-MUNOZ PRUEBAS DE APROVECHAMIENTO (BATERIA III) Date administered: Administered by: The Batería III is an individually administered achievement test given in Spanish. The Batería III yields standard scores with a mean of 100 and a standard deviation of 15. Standard scores between 85 and 115 are considered average. Domains Identificación de letras y palabras (Letter-Word Identification) Passage Comprehension (Comprensión de Textos) Calculation (Cálculo) Applied Problems (Problemas Aplicados) Spelling (Ortografía) Writing Fluency (Fluidez en la Escritura) Writing Samples (Muestras de Redacción) Written Expression (Expresión Escrita) Broad Written Language (Amplio Lenguaje Escrito) Academic Skills (Des Académicas) Academic Applications (Aplicaciones Académicas) Standard Score Confidence Interval WOODCOCK-JOHNSON TESTS OF ACHIEVEMENT-REVISED (WJ-R) Administered by: Administered on: The WJ-R is an individually administered achievement test that is given in English. It is made up of a number of subtests, the results of which are combined into composite scores: Broad Reading, Basic Reading Skills, Broad Mathematics, Broad Written Language, and Broad Knowledge. The WJ-R yields standard scores with a mean of 100 and a standard deviation of 15. Standard scores between 90 and 110 are considered average. Standard Percentile Confidence Domains Score Rank Interval Letter-Word Identification Passage Comprehension BROAD READING Calculation Applied Problems BROAD MATHEMATICS MATHEMATICS REASONING Dictation Writing Samples BROAD WRITTEN LANGUAGE WOODCOCK-JOHNSON TESTS OF ACHIEVEMENT-REVISED (WJ-R) Administered English on: Administered Spanish on: Administered by: The WJ-R is an individually administered achievement test that can be given in English and Spanish. It is comprised of a number of subtests, the results of which are combined into composite scores: Broad Reading, Basic Reading Skills, Broad Mathematics, Broad Written Language, and Broad Knowledge. The WJ-R yields standard scores with a mean of 100 and a standard deviation of 15. Standard scores between 90 and 110 are considered average. Spanish Spanish English English Domains Standard Percentile Standard Percentile Score Rank Score Rank Letter-Word Identification Passage Comprehension BROAD READING Calculation Applied Problems BROAD MATHEMATICS MATHEMATICS REASONING Dictation Writing Samples BROAD WRITTEN LANGUAGE WOODCOCK-JOHNSON TESTS OF ACHIEVEMENT: 3rd EDITION (WJ-III:ACH) Date administered: Administered by: The WJ-III:ACH is an individually administered achievement test. The WJ-III:ACH yields standard scores with a mean of 100 and a standard deviation of 15. Standard scores between 85 and 115 are considered average. Standard Percentile Confidence Domains Score Rank Interval Letter-Word Identification Passage Comprehension Calculation Applied Problems Spelling Writing Samples BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN - PARENT RATING SCALES (BASC-PRS) Date administered: Completed by: The BASC-PRS is a questionnaire that is filled out by parents in order to assess the behavior problems, emotional problems, and social competence of their children. The BASC-PRS yields T-Scores with a mean of 50 and a standard deviation of 10. Scores of 65 to 70 indicate some difficulty, and scores above 70 indicate significant problems. Domains T-Scores Hyperactivity Aggression Conduct Problems Externalizing Problems Composite Anxiety Depression Somatization Internalizing Problems Composite Atypicality Withdrawal Attention Problems Behavioral Symptoms Index Scores below 30 on Personal Adjustment are considered significantly low. Adaptability Social Skills Leadership Adaptive Skills BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN - SELF-REPORT OF PERSONALITY (BASC-SRP) Completed on: The BASC-SRP is a self-report measure designed to evaluate the personality and self-perceptions of children. The BASC-SRP yields T-Scores with a mean of 50 and a standard deviation of 10. Scores of 65 to 70 indicate some difficulty and scores above 70 indicate significant problems. Domains T-Scores Attitude to School Attitude to Teachers Sensation Seeking School Maladjustment Composite Atypicality Locus of Control Somatization Social Stress Anxiety Depression Sense of Inadequacy Clinical Maladjustment Composite Emotional Symptoms Index Scores below 30 on Personal Adjustment are considered significantly low. Relations with Parents Interpersonal Relations Self-Esteem Self-Reliance Personal Adjustment Composite BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN - TEACHER RATING SCALE (BASC-TRS) Date administered: Completed by: The BASC-TRS is a questionnaire completed by teachers to obtain ratings of adaptive skills and behavior and emotional problems of students. The BASC-TRS yields T-Scores with a mean of 50 and a standard deviation of 10. Scores of 60 to 70 indicate some difficulty. Scores above 70 are considered significantly high. Domains T-Scores Hyperactivity Aggression Conduct Problems Externalizing Problems Composite Anxiety Depression Somatization Internalizing Problems Composite Attention Problems Learning Problems School Problems Composite Atypicality Withdrawal Behavioral Symptoms Index Scores below 30 on the adaptive scales are considered significantly low. Domains T-Scores Social Skills Leadership Study Skills Adaptive Skills Composite BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN, SECOND EDITION - TEACHER RATING SCALE (BASC-II: TRS) Date administered: Completed by: The BASC-II: TRS is a questionnaire completed by teachers to obtain ratings of adaptive skills and behavior and emotional problems of students. The BASC-II: TRS yields T-Scores with a mean of 50 and a standard deviation of 10. Scores of 60 to 70 indicate some difficulty. Scores above 70 are considered significantly high. Domains T-Scores Hyperactivity Aggression Conduct Problems Anxiety Depression Somatization Attention Problems Learning Problems Atypicality Withdrawal Externalizing Problems Internalizing Problems School Problems Behavioral Symptoms Index Scores below 30 on the adaptive scales are considered significantly low. Domains T-Scores Adaptability Social Skills Leadership Study Skills Adaptive Skills BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN, SECOND EDITION - PARENT RATING SCALE (BASC-II: PRS) Date administered: Completed by: The BASC-II: PRS is a questionnaire completed by the parent/guardian to obtain ratings of adaptive skills and behavior and emotional problems of students. The BASC-II: PRS yields T-Scores with a mean of 50 and a standard deviation of 10. Scores of 60 to 70 indicate some difficulty. Scores above 70 are considered significantly high. Domains T-Scores Hyperactivity Aggression Conduct Problems Anxiety Depression Somatization Attention Problems Learning Problems Atypicality Withdrawal Externalizing Problems Internalizing Problems School Problems Behavioral Symptoms Index Scores below 30 on the adaptive scales are considered significantly low. Domains T-Scores Adaptability Social Skills Leadership Study Skills Adaptive Skills BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN, SECOND EDITION – SELF-REPORT OF PERSONALITY (BASC-II:SRP) Completed on: The BASC-II:SRP is a self-report measure designed to evaluate the personality and selfperceptions of children. The BASC-II:SRP yields T-Scores with a mean of 50 and a standard deviation of 10. Scores of 65 to 70 indicate some difficulty and scores above 70 indicate significant problems. Domains T-Scores Attitude to School Attitude to Teachers Sensation Seeking Atypicality Locus of Control Social Stress Anxiety Depression Sense of Inadequacy Somatization Attention Problems Hyperactivity School Problems Composite Internalizing Problems Composite Inattention/Hyperactivity Composite Emotional Symptoms Index Scores below 30 on Personal Adjustment are considered significantly low. Relations with Parents Interpersonal Relations Self-Esteem Self-Reliance Personal Adjustment Composite WOODCOCK-JOHNSON TESTS OF ACHIEVEMENT: 3rd EDITION (WJ-III:ACH) Date administered: Administered by: S. Kathleen Krach, Ph.D. The WJ-III:ACH is an individually administered achievement test. The WJ-III:ACH yields standard scores with a mean of 100 and a standard deviation of 15. Standard scores between 85 and 115 are considered average. Standard Percentile Confidence Domains Score Rank Interval Letter-Word Identification Reading Fluency Passage Comprehension Calculation Math Fluency Applied Problems Spelling Writing Fluency Writing Samples Broad Reading Broad Math Broad Written Language Math Calculation Skills Written Expression Academic Skills Academic Fluency Academic Applications Total Achievement BEHAVIOR RATING INVENTORY OF EXECUTIVE FUNCTION, TEACHER FORM (BRIEF) Date completed: Completed by: The Behavior Rating Inventory of Executive Function (BRIEF) is a questionnaire designed to help evaluate Lindsey’s general problem solving skills. The BRIEF yields T-Scores with a mean of 50 and a standard deviation of 10. Scores of 65 to 70 indicate some difficulty and scores above 70 indicate significant problems. Domains T-Scores Inhibit Shift Emotional Control Behavioral Regulation Index (BRI) Initiate Working Memory Planning/ Organization Organization of Materials Monitor Metacognition Index (MI) Global Executive Composite (GEC) Validity scales examine patterns of responses from the rater for any overgeneralizations. Negativity Acceptable Inconsistency Acceptable WOODCOCK-MUÑOZ LANGUAGE SURVEY, REVISED (WMLS-R) Administered by: Administered on: The Woodcock-Muñoz Language Survey, Revised (WMLS-R) is an individually administered language proficiency test that is given in English and Spanish. It is comprised of a number of subtests, the results of which are combined into a language composite score. The WMLS yields standard scores with a mean of 100 and a standard deviation of 15. Standard scores between 90 and 110 are considered average. Cognitive Academic Language Proficiency (1 = low; 5 = fluent) English Spanish Standard Conf. Standard Conf. Subtests Score Interval CALP Score Interval CALP Picture Vocabulary Verbal Analogies Letter-Word Identification Dictation Passage Comprehension Composites Oral Language Reading-Writing Broad English Ability Reading Writing BATERÍA III WOODCOCK-MUNOZ PRUEBAS DE APROVECHAMIENTO (BATERÍA III) Date administered: Administered by: S. Kathleen Krach, Ph.D. This portion of the Batería III is an individually administered achievement test given in Spanish. The Batería III yields standard scores with a mean of 100 and a standard deviation of 15. Standard scores between 85 and 115 are considered average. Standard Confidence Domains Score Interval Letter-Word Identification (Identificación de letras y palabras) Reading Fluency (Fluidez en la lectura) Passage Comprehension (Comprensión de Textos) Calculation (Cálculo) Math Fluency (Fluidez en Matemáticas) Applied Problems (Problemas Aplicados) Spelling (Ortografía) Writing Samples (Muestras de Redacción) Broad Mathematics (Amplio Matemáticas) Broad Reading (Amplio Lectura) Academic Skills (Des Académicas) Academic Applications (Aplicaciones Académicas) BATERÍA III WOODCOCK-MUNOZ PRUEBAS DE HABILIDADES COGNITIVAS (BATERÍA III) Date administered: Administered by: This portion of the Batería III is an individually administered test of cognitive abilities given in Spanish. The Batería III yields standard scores with a mean of 100 and a standard deviation of 15. Standard scores between 85 and 115 are considered average. Standard Confidence Domains Score Interval Verbal Comprehension (Comprensión Verbal) Visual-Auditory Learning (Aprendizaje Visual-Auditivo) Spatial Relations (Relaciones Espaciales) Sound Blending (Integración de Sonidos) Concept Formation (Formación de Conceptos) Visual Matching (Pareo Visual) Numbers Reversed (Inversión de Números) Verbal Ability (Habilidad Verbal) Thinking Ability (Habilidad Pensar) Cognitive Efficiency (Eficiencia Cognitiva) General Intellectual Ability (GIA) CLINICAL ASSESSMENT BATTERY - TEACHER FORM (CAB-T) Date administered: Completed by: The CAB-T is a questionnaire completed by teachers to obtain ratings of adaptive skills and behavior and emotional problems of students. The CAB-T yields T-Scores with a mean of 50 and a standard deviation of 10. Scores of 60 to 70 indicate some difficulty. Scores above 70 are considered significantly high. Total Index Score T-Score CAB Behavioral Index T-Scores Clinical Cluster Anxiety Depression Anger Aggression Bullying Conduct Problems Attention-Deficit/Hyperactivity Autistic Spectrum Behaviors Learning Disability Mental Retardation Clinical Scale T-Scores Internalizing Behaviors Externalizing Behaviors Scores below 30 on the following scales indicate significant problems. Adaptive Cluster T-Scores Executive Functioning Gifted and Talented Adaptive Scale T-Scores Social Skills Competence CLINICAL ASSESSMENT BATTERY – PARENT EXTENDED FORM (CAB-PX) Date administered: Completed by: The CAB-PX is a questionnaire that is filled out by parents in order to assess the behavior problems, emotional problems, and social competence of their children. The CAB-PX yields T-Scores with a mean of 50 and a standard deviation of 10. Scores of 60 to 70 indicate some difficulty. Scores above 70 are considered significantly high. Total Index Score T-Score CAB Behavioral Index T-Scores Clinical Cluster Anxiety Depression Anger Aggression Bullying Conduct Problems Attention-Deficit/Hyperactivity Autistic Spectrum Behaviors Learning Disability Mental Retardation Clinical Scale T-Scores Internalizing Behaviors Externalizing Behaviors Critical Behaviors Scores below 30 on the following scales indicate significant problems. Adaptive Cluster T-Scores Executive Functioning Gifted and Talented Adaptive Scale T-Scores Social Skills Competence Adaptive Behaviors ACHENBACH CHILD BEHAVIOR CHECKLIST - PARENT REPORT FORM (CBCL-PRF) Date completed: Completed by: The CBCL-PRF is a questionnaire that is completed by parents in order to report behavior and emotional problems of their children. The CBCL-PRF yields T-Scores with a mean of 50 and a standard deviation of 10. Scores between 67 and 70 are considered borderline significant. Scores above 70 are considered clinically significant. Domains T-Scores Withdrawn Somatic Complaints Anxious/Depressed Social Problems Thought Problems Attention Problems Delinquent Behavior Aggressive Behavior INTERNALIZING COMPOSITE EXTERNALIZING COMPOSITE ACHENBACH CHILD BEHAVIOR CHECKLIST - TEACHER REPORT FORM (CBCL-TRF) Date completed: Completed by: The CBCL-TRF is a questionnaire to be completed by teachers in order to report behavior and emotional problems. The CBCL-TRF yields T-Scores with a mean of 50 and a standard deviation of 10. Scores between 67 and 70 are considered borderline significant. Scores above 70 are considered clinically significant. Domains T-Scores Withdrawn Somatic Complaints Anxious/Depressed Social Problems Thought Problems Attention Problems Delinquent Behavior Aggressive Behavior INTERNALIZING COMPOSITE EXTERNALIZING COMPOSITE ACHENBACH CHILD BEHAVIOR CHECKLIST-YOUTH SELF-REPORT (CBCL-YSR) Date completed: The CBCL-YSR is designed to obtain students' reports of their own competencies and problems. The CBCL-YSR yields T-Scores with a mean of 50 and a standard deviation of 10. Scores between 67 and 70 are considered borderline significant. Scores above 70 are considered clinically significant. Domains T-Scores Anxious/Depressed Withdrawn Somatic Complaints Social Problems Thought Problems Attention Problems Rule-Breaking Behavior Aggressive Behavior INTERNALIZING COMPOSITE EXTERNALIZING COMPOSITE TOTAL PROBLEMS BROWN ADD SCALES – ADOLESCENT VERSION (BADDS) Date administered: The BADDS is a self-report questionnaire designed to screen for problems in the areas of attention and hyperactivity. T-Scores between 45 and 59 indicate a risk of problems. T-scores of 60 or higher indicate significant problems. Clusters Score 1 Organizing and activating for work 2 Sustaining attention and concentration 3 Sustaining energy and effort 4 Managing affective interference 5 Utilizing “working memory” and accessing recall Total KOVAC’S CHILDREN’S DEPRESSION INVENTORY (CDI) SHORT FORM Completed on: Completed by: The CDI is a ten-item survey completed by the child to examine questions related to depressed feelings. The CDI yields a T-Score with a mean of 50 and a standard deviation of 10. Scores of 65 to 70 indicate some difficulty, and scores above 70 indicate significant problems. Domains Scores CDI: T-Score CONNERS’ ADOLESCENT SELF-REPORT SCALE (CASS) Date administered: The CASS is a widely used rating scale that can help identify behavioral problems. The CASS yields T-Scores with a mean of 50 and a standard deviation of 10. Scores between 61 and 65 are considered above average. Scores between 66 and 70 are considered much above average. Domains T-Score Conduct Problem Cognitive Problems/ Inattention Hyperactivity Conners’ ADHD Index CONNERS’ TEACHER RATING SCALE-REVISED: SHORT FORM (CTRS-R:S) Date administered: Completed by: The CTRS-R:S is a widely used rating scale that can help identify behavioral problems in children and adolescents using three factors. The CTRS-R:S yields T-Scores with a mean of 50 and a standard deviation of 10. Scores between 61 and 65 are considered above average. Scores between 66 and 70 are considered much above average. Domains T-Score Conners’ ADHD Index DSM-IV: Inattentive DSM-IV Hyperactive-Impulsive DSM-IV: Total CONNERS’ TEACHER RATING SCALE-REVISED: SHORT FORM (CTRS-R:S) Date administered: Completed by: The CTRS-R:S is a widely used rating scale that can help identify behavioral problems in children and adolescents using three factors. The CTRS-R:S yields T-Scores with a mean of 50 and a standard deviation of 10. Scores between 61 and 65 are considered above average. Scores between 66 and 70 are considered much above average. Domains T-Score Oppositional Cognitive Problems/Inattention Hyperactivity Conners’ ADHD Index CONNERS’ PARENT RATING SCALE-REVISED: SHORT FORM (CPRS-R:S) Date administered: Completed by: The CPRS-R:S is a widely used rating scale that can help identify behavioral problems in children and adolescents using three factors. The CPRS-R:S yields T-Scores with a mean of 50 and a standard deviation of 10. Scores between 61 and 65 are considered above average. Scores between 66 and 70 are considered much above average. Domains T-Score DSM-IV: Inattentive DSM-IV: Hyperactive-Impulsive DSM-IV: Total Conners’ ADHD Index CONNERS’ TEACHER RATING SCALE-REVISED: LONG FORM (CTRS-R:L) Date administered: Completed by: The CTRS-R:L is a widely used rating scale that can help identify emotional and behavioral problems in children and adolescents. The CTRS-R:L yields T-Scores with a mean of 50 and a standard deviation of 10. Scores between 61 and 65 are considered above average. Scores between 66 and 70 are considered much above average. Domains T-Score Oppositional Cognitive Problems/ Inattention Hyperactivity Anxious/Shy Perfectionism Social Problems Conners’ ADHD Index Conners’ Global Index: Restless-Impulsive Conners’ Global Index: Emotional Lability Conners’ Global Index: Total DSM-IV: Inattentive DSM-IV: Hyperactive-Impulsive DSM-IV: Total DIFFERENTIAL TEST OF CONDUCT AND EMOTIONAL PROBLEMS (DT/CEP) Date completed: Completed by: The DT/CEP is a questionnaire that should be used along with other assessment information to determine if a child’s classroom behavioral problem is due to conduct problems or emotional problems. A child with emotional problems will usually show low scores on the conduct scale and high scores on the emotional scale. A high score on both does not indicate emotional problems, as a high conduct scale score will often increase the emotional scale. A score of 9 or more on the Emotional scale indicates significant risk of emotional problems. A score of 6 to 8 on the Emotional scale indicates a mild risk of emotional problems. Emotional Score Emotional Score A score of 14 or more on the Conduct scale indicates significant risk of conduct problems. A score of 9 to 13 on the Conduct scale indicates a mild risk of conduct problems. Conduct Score Conduct Score PIERS-HARRIS CHILDREN'S SELF-CONCEPT SCALE: 2ND EDITION (PIERS-HARRIS-2) Completed on: Completed by: The Piers-Harris-2 is a brief, self-report measure designed to aid in the assessment of selfconcept in children. All cluster scales are scored in the direction of positive self-concept so that a high score on a particular cluster scale indicates a high level of assessed self-concept within that specific dimension. The Piers-Harris-2 provides T-scores with a mean of 50 and a standard deviation of 10. A T-score between 35 and 39 is below average while a T-score below 35 is significantly low. Domains T-Scores Behavior Intellectual and School Status Physical Appearance and Attributes Anxiety Popularity Happiness and Satisfaction Total Score REVISED CHILDREN'S MANIFEST ANXIETY SCALE (RCMAS) Date completed: Completed by: The RCMAS is a questionnaire completed by children, designed to assess the level and nature of anxiety or worry in children. The RCMAS Subscales yield scaled scores with a mean of 10 and a standard deviation of 3. A scaled score between 7 and 13 is considered to be average. Domains Scaled Scores Physiological Anxiety Worry/Oversensitivity Social Concerns/Concentration Lie The Total Score is a T-Score with a mean of 50 and a standard deviation of 10. A T-Score above 60 is a caution, while scores above 70 are clinically significant. Composite T-Score Total REYNOLDS CHILD DEPRESSION SCALE (RCDS) Date completed: Completed by: The RCDS is a questionnaire completed by the child. It measures depressive symptoms relative to other children. The RCDS yields a raw score, which is converted to a percentile. A Total Raw Score above 74 is considered clinically significant. Domains Scores Total Raw Score Total %ile REYNOLDS ADOLESCENT DEPRESSION SCALE – SECOND EDITION (RADS-2) Completed on: Completed by: The RADS is a questionnaire completed by the adolescent and measures a range of symptoms associated with depression. The RADS-2 yields T-Scores with a mean of 50 and a standard deviation of 10. Scores between 61 and 66 indicate that the adolescent is at-risk for problems. A score of 67 or above indicates significant problems. T-Scores Percentile Domains Scores Rank Dysphoric Mood Anhedoina/Negative Affect Negative Self-Evaluation Somatic Complaints Depression Total BECK’S DEPRESSION INVENTORY (BDI) Date completed: Completed by: The BDI is a questionnaire completed by adults designed to measure the severity of general symptoms of depression. The BDI yields a raw score. A total raw score of 0 to 9 indicates within normal range or asymptomatic. A total raw score of 10 to 18 indicates mild to moderate depression. A total raw score of 19 to 29 indicates moderate to severe depression. A total raw score of 30 to 63 indicates extremely severe depression. Total Raw Score BECK’S ANXIETY INVENTORY (BAI) Date completed: Completed by: The BAI is a questionnaire completed by adults designed to measure the severity of general anxiety problems. The BAI yields a raw score. A total raw score of 0 to 9 indicates normal anxiety levels. A total raw score of 10 to 18indicates mild to moderate anxiety levels. A total raw score of 19 to 29 indicates moderate to severe anxiety levels. A total raw score of 30 to 63 indicates severe anxiety levels. Total Raw Score WOODCOCK-MUÑOZ LANGUAGE SURVEY: (WMLS) Administered by: Administered on: The Woodcock-Muñoz Language Survey is an individually administered language proficiency test that is given in English and Spanish. It is comprised of a number of subtests, the results of which are combined into a language composite score. The WMLS yields standard scores with a mean of 100 and a standard deviation of 15. Standard scores between 90 and 110 are considered average. English Spanish Domains Standard Standard Score Score Picture Vocabulary Verbal Analogies ORAL LANGUAGE ABILITIES Letter-Word Identification Dictation READING-WRITING ABILITIES BROAD ENGLISH/SPANISH ABILITY Cognitive Academic Language Proficiency (1 = low; 5 = fluent) BILINGUAL VERBAL ABILITIES TEST (B-VAT) Administered by: Administered on: The B-VAT provides an estimate of verbal cognitive ability across both languages combined. The measure is originally administered in English and then any questions answered incorrectly are asked again later in the child’s native language. This provides as accurate an understanding of the child’s verbal ability as possible. The B-VAT provides standard scores with a mean of 100 and a standard deviation of 15. Standard scores between 85 and 115 are considered average. Standard Percentile Confidence Domains Score Rank Interval Picture Vocabulary Oral Vocabulary Verbal Analogies English Language Proficiency BILINGUAL VERBAL ABILITY GILLIAM AUTISM RATING SCALE (GARS) Completed on: Completed by: The GARS is designed to screen a child for autism. Parent and/or teacher are asked to decide if the child does certain activities. These activities are typical for most children to some extent, but as a combination or with increased frequency they are more often seen in children with autism. The GARS subtests provide standard scores with a mean of 10 and a standard deviation of 3. Subtest scores between 7 and 13 are considered average. Subtests Standard Percentile Probability Score Rank Of Autism Stereotyped Behaviors Communication Social Interaction Developmental The quotient provides standard scores with a mean of 100 and a standard deviation of 15. Quotient scores between 85 and 115 are considered average. Autism Quotient GILLIAM AUTISM RATING SCALE (GARS) Completed on: Completed by: The GARS is designed to screen a child for autism. Parent and/or teacher are asked to decide if the child does certain activities. These activities are typical for most children to some extent, but as a combination or with increased frequency they are more often seen in children with autism. The GARS subtests provide standard scores with a mean of 10 and a standard deviation of 3. Subtest scores between 7 and 13 are considered average. Subtests Standard Percentile Probability Score Rank Of Autism Stereotyped Behaviors Communication Social Interaction The quotient provides standard scores with a mean of 100 and a standard deviation of 15. Quotient scores between 85 and 115 are considered average. Autism Quotient GILLIAM ASPERGER’S DISORDER SCALE (GADS) Completed on: Completed by: The GADS is designed to screen a child for Asperger’s Disorder. A parent and/or a teacher are asked to decide if the child does certain activities. These activities are typical for most children to some extent, but as a combination or with increased frequency they are more often seen in children with Asperger’s. These items are combined into four general categories of behavior and an Asperger’s quotient is generated. The GADS subtests provide standard scores with a mean of 10 and a standard deviation of 3. Subtest scores between 7 and 13 are considered average. Subtests Standard Percentile Probability Score Rank Of Asperger’s Social Interactions Restricted Behavior Cognitive Patterns Pragmatic Skills The quotient provides standard scores with a mean of 100 and a standard deviation of 15. Quotient scores between 85 and 115 are considered average. Asperger’s Disorder Quotient PROJECTIVE TESTING: Informal, projective type tests were given to xxx to determine what he was thinking and feeling. His drawings were age-appropriate and positive but indicated some problems with self-esteem. His responses on the Sentence Completion Test and Roberts Apperception Test for Children (RATC) were indicative of a child with a positive home and school life and a view of the world as a fair and nonthreatening place. However, it should be noted again that these tests were given during a period of time that he was exhibiting few emotional or behavior problems and may not be an accurate representation of how he thinks or feels on a regular basis. His answers on the Roberts Apperception Test for Children and the Madeleine Thomas Stories indicated that he had difficulty identifying the correct emotions to go with certain behaviors (e.g., “He’s feeling loved by his mother so he feels bad.”), and almost every person in almost every picture felt “bad” or “sad.” In addition, the characters in his stories responded to the activities going on around them in socially inappropriate ways (e.g., “he is looking at her in the shower, so he started laughing” and “they were fighting because they don’t know who is whose best friend, but they all feel pretty normal about that”). When asked what would happen next, he could not provide an answer for any story. Projective testing was done using the Draw-A-Person Test. His drawing reflects a child who is socially well adjusted with no emotional problems.